Childminder in Wirral

Inspection date

Previous inspection date 24/10/2014 12/12/2011

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early years provision

This inspection: 4 Previous inspection: 3 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 4 The effectiveness of the leadership and management of the early years provision 4

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This provision is inadequate

 The childminder has a poor understanding of the learning and development requirements of the Early Years Foundation Stage as she has not implemented the current framework. As a result, she is unable to monitor children's progress effectively and provide them with appropriate support to make progress in their learning.  The childminder does not plan activities to meet the needs of children and promote their progress in all seven areas of learning. As a result, children are sometimes bored, lack enthusiasm or motivation and are not developing the skills, attitudes and dispositions they require to prepare them for their next steps in learning.  The childminder's arrangements to assess children's progress are inadequate and she has weak knowledge of the progress check for children between the ages of two and three years. Consequently, she is unable to track children's learning and development accurately or monitor their progress towards the early learning goals.

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This provision is inadequate

 The childminder does not manage children's behaviour in a consistent or appropriate way. As a result, children sometimes behave in a disruptive manner and put themselves or others at risk of minor injuries.

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It has the following strengths

 Children feel secure attending the setting as the childminder has built caring relationships with them.

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Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector checked evidence of suitability of the childminder and other adults in the house, and her registration and insurance certificates.

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Inspection activities

 The inspector reviewed a sample of policies and procedures, as well as qualification certificates, including paediatric first aid.

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Inspection activities

 The inspector spoke with the childminder at appropriate times during the inspection and took into account the views of parents recorded by the childminder.

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Inspection activities

 The inspector conducted a joint observation with the childminder and observed activities in the indoor and outdoor area. The inspector sampled evidence of observation, planning and tracking documents.

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Information about the setting

The childminder was registered in 2007 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband in the Wallasey area of Wirral. The whole of the ground floor of the property is used for childminding, with first floor toilet facilities and a fully enclosed garden available for outdoor play. The childminder is able to take and collect children from local schools and pre-schools. The childminder provides care Monday to Friday, from 7.30am until 6.30pm, for 50 weeks a year. The childminder currently has three children on roll, two of whom are in the early years age range. Children attend for a variety of sessions. The childminder is a member of the Professional Association for Childcare and Early Years.

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must:

 gain sufficient knowledge of the learning and development requirements of the Early Years Foundation Stage in order to provide stimulating and challenging activities for children, which promote their progress in all seven areas of learning

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must:

 ensure observation and assessment of children's learning is implemented, including undertaking the progress check for children aged between two and three years where relevant, so that their development can be monitored accurately

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must:

 ensure appropriate and consistent behaviour management methods are used in order to promote children's understanding of good behaviour and keeping themselves safe.

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who attend

The childminder has failed to implement all the learning and development requirements of the Early Years Foundation Stage. As a result, she does not provide opportunities for children to develop their knowledge across the seven areas of learning. The childminder has a basic understanding of how children learn and develop. Consequently, the quality of teaching is generally weak and children are not always motivated to learn. The childminder takes children on outings to the local park, farm and play group. However, she does not develop or extend the activities further, which limits children's understanding of the world and the wider community. The childminder has a range of resources in the outdoor area such as slides, ride-on toys and a trampoline for physical play. In the indoor area, children access some resources, which are stored at their own level, for example, drawing materials, books and small world sets of popular television characters. Children

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who attend

engage in play with the childminder. They laugh as they build rockets out of construction materials and the childminder provides them with sound effects. However, as activities are not planned in line with children's interests they sometimes become disinterested and behave in a disruptive way, which has an impact on their ability to learn.

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who attend

The childminder does not always provide an adequate level of challenge for children to extend their critical thinking skills and enhance their learning. Although the childminder uses some quality questions during children's play, she does not always allow children time to respond to these. Therefore, children are not developing the attitudes and dispositions they require for their next steps in learning or a move to school.

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who attend

The childminder collects basic information from parents about children's likes and dislikes but does not request information about their existing skills in order to inform her initial planning. The childminder completes basic observations of children. However, she does not use these to effectively plan their next steps, as she does not understand the seven areas of learning. Her planning does not link to children's next steps or the areas of learning in order to effectively support children towards the early learning goals. As a result, children are not developing the skills they require to prepare them for school. The childminder does not complete sufficient or detailed assessments of children's learning to accurately track their progress. She has weak knowledge of the progress check for children between the ages of two and three years, including how and when the check should be conducted. As a result, she is unable to effectively monitor children's progress

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who attend

and parents are not well informed about their children's learning.

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The contribution of the early years provision to the well-being of children

Children are not fully supported when moving on to other settings or on to school. This is because the childminder does not have consistent arrangements for information sharing in place. She shares some information with parents and other professionals about children's care routines and daily activities. Where children attend more than one setting, the childminder maintains some verbal communication with other professionals to promote continuity of approach to children's care and learning. However, these arrangements are not well embedded or consistent enough to provide adequate emotional support as children move between settings.

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The contribution of the early years provision to the well-being of children

The childminder tries to act as a role model for children as she uses dolls to demonstrate gentle play and caring for one another. However, her management of behaviour is not always effective or appropriate for children's age and stage of development. As a result, children sometimes behave in a disruptive manner and occasionally put themselves and others at risk of injury. The childminder provides some messages to children about their own safety. For example, the childminder explains in an appropriate way that children should not jump from the top of a small slide as they may hurt themselves. However, these messages are not always consistent when children are behaving disruptively and as a result, their understanding of their own safety is not fully supported. Children develop a basic understanding of keeping themselves healthy as the childminder reminds children that they must wipe the germs off their hands before they have their lunch or a snack.

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The contribution of the early years provision to the well-being of children

The childminder ensures that children can access their own drink, which supports their developing independence and promotes their health further. She provides opportunities for children to play outdoors and some children attend physical play sessions while in her care. Although this supports children's health, the childminder does not provide consistent messages about why healthy lifestyles are important. As a result, children's understanding of keeping themselves healthy is not fully supported.

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The contribution of the early years provision to the well-being of children

The childminder has a basic knowledge of how to foster children's emotional well-being. She has an adequate procedure to settle children into the setting and builds caring relationships with them. The childminder has created satisfactory environment for children as they can access some resources independently and some of their artwork is displayed on the walls. This supports their feelings of self-esteem. Children benefit from some low- level furniture and a large couch, which they relax on as they start to feel tired. They feel secure with the childminder and seek her out for comfort when they are tired or sad. The childminder has a satisfactory understanding of the key-person system and builds appropriate relationships with parents. This promotes some continuity of care to foster children's emotional well-being.

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provision

The childminder has a poor understanding of the learning and development requirements of the Early Years Foundation Stage. Consequently, she fails to meet some legal requirements, which have an impact on children's progress in their learning and development. This prevents her from providing a broad and balanced curriculum and ensuring that children are appropriately supported in their progress towards the early learning goals. She has poor arrangements in place to assess children's progress and as a result, is unable to monitor the effectiveness of the educational programmes or track progress accurately. The childminder has a basic understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. For example, she completes and updates risk assessments for her home and outings to identify and minimise hazards. The childminder has completed relevant safeguarding training. She has implemented a

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provision

basic policy, which documents an appropriate procedure to follow if the she has concerns about a child, or if an allegation is made against her. The childminder keeps appropriate records of accidents, administration of medication and information about the children in her care. This promotes the efficient management of her setting.

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provision

The childminder's process for self-evaluation is weak. For example, she failed to identify that she has not implemented all the legal requirements of the Early Years Foundation Stage. The childminder has not fully addressed all recommendations from her last inspection. For example, her arrangements for observations, planning and assessment have not developed and consequently, children's learning and development is not adequately promoted. The childminder has not undertaken any recent and relevant training and as a result, the quality of her practice has not improved. However, she does aspire to undertake further training to develop her own knowledge. The childminder now holds a current paediatric first-aid certificate, enabling her to respond effectively in case of an emergency.

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provision

The childminder forms appropriate relationships with parents and communicates with them on a daily basis about children's routines and activities. However, parents are not well informed about their children's learning and progress as the childminder does not have a sufficient understanding of the children's learning. The childminder has some links with other professionals, which supports continuity of care for children who attend other settings. She establishes verbal communication with them and sometimes this is with specific regard to areas of development, which are less than expected. However, these arrangements are not always consistent and this means that the childminder does not always have a full picture of children's needs. As a result, she is unable to secure interventions for children where necessary.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. We re-inspect nurseries and pre-schools judged as requires improvement within 12 months of the date of inspection. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement action. The provision is failing to give children an acceptable standard of early years education and/or

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Grade Judgement Description

is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met There were no children present at the time of the inspection. The inspection judgement is that the provider continues to meet the requirements for registration. Not met There were no children present at the time of the inspection. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

Unique reference number EY361569 Local authority Wirral Inspection number 968583 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

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Telephone number

set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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